FORMING MEDICAL STUDENT COMPETENCIES BASED ON PROBLEM-BASED LEARNING IN THE STUDY OF CHEMISTRY

Abstract

The article examines the role of problem-based learning (PBL) in developing professional competencies of medical and pharmaceutical students during the study of chemical disciplines. The purpose of the research is to assess the effectiveness of PBL as an instructional approach in medical chemistry education and to justify its relevance for the professional preparation of future physicians. The methodological framework of the study is based on a comprehensive analysis of theoretical, methodological, and applied research sources, as well as on a structural and logical examination of educational content, including lectures, practical tasks, laboratory work, and learning resources in medical chemistry. The PBL approach was introduced into the chemistry curriculum for students of Rivne Medical Academy and incorporated collaborative problem-solving activities, experimentally oriented laboratory tasks, clinical case analysis, and elements of independent inquiry. The analysis of previous studies demonstrates that problem-based learning is an educationally grounded approach that promotes the development of critical thinking, learner autonomy, and clinically oriented reasoning. Observations obtained during the implementation of PBL in the chemistry course reveal qualitative changes in students’ learning behavior. In particular, learning shifted from passive reproduction of information toward active application of chemical knowledge in clinically relevant contexts. Students demonstrated improved skills in argumentation, data interpretation, and hypothesis generation, alongside enhanced teamwork abilities and increased motivation to learn. The findings indicate that the greatest educational impact of PBL is observed in chemistry topics closely related to clinical practice, such as acid–base balance, electrolyte metabolism, and toxicological processes. At the same time, the study highlights that effective use of PBL requires systematic instructional support and careful consideration of students’ prior knowledge and academic preparedness. In conclusion, problem-based learning can be regarded as an effective pedagogical strategy for fostering professional competencies in medical education. By integrating theoretical knowledge with practical application, PBL supports the development of critical thinking, communication skills, and lifelong learning capacity, thereby substantiating its wider implementation in chemistry courses for medical students.